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Perceptions of students, parents and professionals towards supportive remedial services and integration /Tsang, Lai-yuen, Lance. January 1997 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 109-113).
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Perceptions of students, parents and professionals towards supportive remedial services and integrationTsang, Lai-yuen, Lance. January 1997 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 109-113). Also available in print.
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A programme to enhance resilience in families in which a child has a hearing lossAhlert, Ingrid Anita 12 1900 (has links)
Thesis (DPhil (Psychology))—University of Stellenbosch, 2009. / ABSTRACT: The aim of this study was to identify and enhance specific resilience qualities that help
protect and support families in overcoming the adversity of having a child with a hearing
impairment. The study was divided into two phases, namely (a) the descriptive phase, which
aimed to identify and explore the resilience qualities that foster better adaptation in these
families and (b) the intervention phase, which aimed to develop, implement and evaluate an
intervention programme that enhances the utilisation of social support, one important
resilience quality identified in the descriptive phase of the study.
The study was essentially exploratory and descriptive in nature and was directed at
developing scientific knowledge and theory in the field of family resilience. Using the
Resiliency Model of Family Stress, Adjustment and Adaptation (McCubbin & McCubbin,
1996) as the theoretical framework, the resilience process was mapped in terms of stressors,
risk and protective factors, and family adaptation.
The 54 participating families in the descriptive phase were identified according to the nature
of the crisis (hearing impairment) and the developmental phase of the family. The
participants were obtained by means of a non-probability, purposive sampling procedure and
were drawn from the black, coloured and white cultural subgroups residing in the Western
Cape, South Africa. Both quantitative and qualitative measures were used for data collection.
The results were analysed predominantly according to correlation and regression analyses
techniques, while the qualitative data was categorised according to themes and frequencies.
Results showed that family time and routine, social support, affirming communication, family
hardiness, problem-solving skills, religion, a search for meaning and accepting the disability
were factors promoting resilience in these families. A randomised pretest-posttest control group design was applied in the intervention phase of
the study. The 31 participants were identified in the initial phase of the study and belonged to
the coloured cultural subgroup. Data was again collected using quantitative and qualitative
measures and was analysed using repeated measures analysis of variance and grounded
theory analysis. The results did not indicate a statistically significant change in the utilisation
of social support following the implementation of the workshop. The qualitative data,
however, highlighted that the participants reported greater support from the immediate and
extended family, increased family time and routine, as well as improved communication and
problem-solving skills following the workshop.
The study generally offers valuable knowledge that can be incorporated in psychological and
social training programmes, preventative community interventions and therapeutic settings.
The positive and pragmatic approach adopted in the study ensures that families are
empowered by bringing them hope, helping them develop new competencies and building
mutual support. The study has opened various new avenues for future research in the field of
family resilience and hearing impairment. / OPSOMMING: Die doel van hierdie studie was om spesifieke veerkragtigheidskwaliteite te identifiseer en
versterk wat gesinne met ’n kind met ‘n gehoorgestremdheid teen teenspoed beskerm en
ondersteun. Die studie is in twee verdeel, naamlik (a) die beskrywende fase, met die doel om
die veerkragtigheidskwaliteite wat beter aanpassing in hierdie gesinne gekweek het, te
identifiseer en ondersoek, en (b) die intervensiefase, met die doel om ’n intervensieprogram
te ontwikkel, implementeer en evalueer wat die gebruik van sosiale ondersteuning, een van
die belangrike veerkragtigheidskwaliteite wat in die beskrywende fase van die studie
geïdentifiseer is, te verhoog.
Die studie was in wese ondersoekend en beskrywend van aard en daarop gerig om
wetenskaplike kennis en teorie in die veld van gesinsveerkragtigheid te ontwikkel. Met die
gebruik van die Veerkragtigheidsmodel van Gesinspanning, Verstelling en Aanpassing
(Resiliency Model of Family Stress, Adjustment and Adaptation) (McCubbin & McCubbin,
1996) as teoretiese raamwerk, is die veerkragtigheidsproses uitgestippel in terme van die
oorsake van die spanning, risiko- en beskermende faktore, en gesinsaanpassing.
Die 54 gesinne wat aan die beskrywende fase deelgeneem het, is op grond van die aard van
die krisis (gehoorgestremdheid) asook die ontwikkelingsfase van die gesin geïdentifiseer. Die
deelnemers is deur middel van ’n doelgerigte nie-waarskynlikheidsteekproefnemingsprosedure
verwerf vanuit swart, kleurling en blanke gesinne wat in die Wes-Kaap, Suid-
Afrika woon. Beide kwantitatiewe en kwalitatiewe metings is vir data-insameling gebruik.
Die resultate is hoofsaaklik aan die hand van korrelasie- en regressieontledingstegnieke
geanaliseer, terwyl die kwalitatiewe data volgens temas en frekwensies gekategoriseer is. Die
resultate het getoon dat gesinstyd en -roetine, sosiale ondersteuning, bevestigende kommunikasie, gesinsgehardheid, probleemoplossings-vaardighede, geloof, ’n soeke na
betekenis en die aanvaarding van die gestremdheid faktore was wat die veerkragtigheid van
hierdie gesinne bevorder het.
’n Ewekansige voor- en natoets kontrolegroep-ontwerp is tydens die intervensiefase van die
studie toegepas. Die 31 deelnemers is tydens die aanvanklike fase van die studie
geïdentifiseer en behoort tot die kleurling kulturele groep. Data is weereens deur middel van
kwantitatiewe en kwalitatiewe metings ingesamel en is aan die hand van herhaalde metingsvariansieontleding
en gegronde teorie-analise geanaliseer. Die resultate het geen statisties
beduidende verskil in die gebruik van sosiale ondersteuning ná die implementering van die
werkswinkel getoon nie. Die kwalitatiewe data het egter beklemtoon dat deelnemers ná die
werkswinkel meer ondersteuning van hulle onmiddellike en uitgebreide familie geniet het,
sowel as meer gesinstyd en -roetine, verbeterde kommunikasie en probleemoplossingsvaardighede.
Oor die algemeen bied die studie waardevolle kennis wat by sielkundige en sosiale
opleidingsprogramme, voorkomende gemeenskapsingryping en in terapeutiese raamwerke
ingelyf kan word. Die positiewe en pragmatiese benadering in die studie verseker dat gesinne
bemagtig word deur hulle hoop te bied, nuwe bekwaamhede te help ontwikkel en wedersydse
ondersteuning op te bou. Die studie het talle nuwe weë vir toekomstige navorsing op die
gebied van gesinsveerkragtigheid en gehoorgestremdheid gebaan.
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Indicators of successful inclusion of a learner who is deaf in a mainstream classCollair, Lynette Jennifer 03 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Internationally, the right of people with disabilities to participate as full members of society presently
receives high priority and inclusive education is one way of facilitating participation. With South
Africa firmly committed to a rights culture, it is a matter of time before inclusive education is
implemented as policy. Since the education of the deaf presents its own challenges, questions abound
around the inclusion of learners who are deaf in mainstream classes. This study seeks to explore the
implications of the education of a learner who is deaf in a mainstream class and to explore the factors
that facilitate learning in such a setting.
An eco-systemic approach underpins the study. Both intrinsic and extrinsic factors in reciprocal
interaction influence the learning of the deaf in mainstream classes. Several of these factors are
explored in the international literature. Against this background, this study sets out to examine some
of the factors mentioned in the literature as well as additional factors within the context of a rural
South African school.
A single learner who is deaf within the context of the family and education system was chosen as the
focus of a qualitative, case study. Data were gathered through semi-structured interviews, field notes
and a review of personal records. Interviews were held with educators, the principal, a support
educator, the learner and the learner's mother.
The data were analysed using aspects of content analysis and five patterns emerged. These were
child related factors, family factors, school factors, support and factors pertaining to the education
department. The findings indicated that the parameters of deafness which facilitated the leamer's
success in the mainstream were a mixed hearing loss which benefited from hearing aids to the extent
that the learner was able to access the curriculum by means of verbal communication with some
compensatory behaviours and learning support. A positive attitude on the part of the school and a
willingness to support him as well as good social integration were school-related factors that
facilitated inclusion. Achievement enhancing factors despite poor socio-economic conditions were
family-related factors that facilitated learning. Intensive early intervention formed a good foundation
and continued to be of benefit.
Several factors which could be improved were identified and recommendations were made. Since the impact of deafness differs from learner to leamer, each learner's needs has to be considered
individually and placement decisions in one of a range of supportive settings be matched against this
need. / AFRIKAANSE OPSOMMING: Dowe onderrig bied eie uitdagings. Internasionaal ontvang die reg van persone met gestremdhede
om as volwaardige lede in die gemeenskap opgeneem te word, hoë prioriteit. Inklusiewe onderwys is
een manier waarop insluiting en deelname in die gemeenskap vergemaklik kan word. Met die
beoogde implementering van 'n beleid van inklusiewe onderwys in Suid-Afrika ontstaan daar vrae
rondom die insluiting van leerders wat doof is in hoofstroom klasse. Hierdie studie poog om die
implikasies wat onderrig van 'n leerder wat doof is in 'n hoofstroom klas inhou, te ondersoek. Die
faktore wat leer in so 'n omgewing vergemaklik, is ook ondersoek.
'n Eko-sistemiese benadering is in die studie gebruik. 'n Enkele leerder wat doof is, is binne die
konteks van sy familie en die onderwyssisteem gekies as onderwerp van 'n kwalitatiewe
gevallestudie. Beide intrinsieke en ekstrinsieke faktore in wedersydse kommunikasie, beïnvloed die
leer van dowe persone. In internasionale literatuur het faktore soos die aard van die doofheid,
persoonlikheid, intellektuele funksionering, sosiale integrasie en skool- en familie verwante faktore
aandag geniet en daar is bevind dat dit 'n impak op die leerder se sukses binne 'n inklusiewe
leeromgewing het. Teen hierdie agtergrond is hierdie studie geloods om bogenoemde faktore en
faktore uniek aan die situasie binne die konteks van 'n landelike Suid-Afrikaanse skool te ondersoek.
Semi-gestruktureerde onderhoude IS gevoer met opvoeders, die skoolhoof, 'n
leerondersteuningsopvoeder, die leerder en sy ouers. Veldnotas en In oorsig van persoonlike verslae
is ook gebruik om inligting oor die leerder en die onderrig en leerproses te bekom.
Die data is geanaliseer deur gebruik te maak van aspekte van inhoud analisering. Vyf patrone het na
vore gekom, naamlik intrinsieke kindverwante faktore, familiefaktore, skoolverwante faktore,
faktore rakende ondersteuning en faktore rakende die onderwysdepartement. Die bevindinge dui
daarop dat Inleerder met 'n gehoorverlies wat deur 'n gehoorapparaat in staat gestel word om verbale
kommunikasie te volg binne 'n leeromgewing waar daar die nodige ondersteuning is, groter sukses
behaal. 'n Positiewe houding teenoor die leerder, 'n bereidwilligheid van opvoeders om die leerder te
ondersteun en goeie sosiale integrasie is skoolverwante faktore wat insluiting vergemaklik.
Familieverwante faktore wat leer aanmoeding lei tot verhoogde prestasies ten spyte van lae sosioekonomiese
omstandighede. Intensiewe vroeë intervensies lê In goeie grondslag en lei tot langtermyn
positiewe gevolge. Verskeie faktore waar daar ruimte VIT verbeteringe is, is geïdentifiseer en aanbevelings is
gemaak. Terwyl sekere faktore in hierdie ondersoek geïdentifiseer is as kritiek in die fasilitering van
leer in 'n inklusiewe omgewing, moet daarmee rekening gehou word dat die unieke interaksie van 'n
ander stel intrinsieke veranderlikes en ekstrinsieke veranderlikes 'n ander stel kritieke faktore kan
produseer. Die behoeftes van elke leerder wat doof is, sal dus op 'n individuele basis in ag geneem
moet word sodat plasing binne die ondersteunende omgewing wat die beste in sy behoeftes voorsien,
gedoen kan word.
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Audiometric configurations of hearing-impaired children in Hong Kong: implications for amplificationYuen, Chi-pun, Kevin., 袁志彬. January 1998 (has links)
published_or_final_version / Speech and Hearing Sciences / Master / Master of Science in Audiology
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A CASE FOR DANCE IN THE EDUCATIONAL EXPERIENCE OF THE HEARING IMPAIREDFernandez, Mary Ann Z. January 1987 (has links)
No description available.
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Auditory-verbal therapy with deaf or hard-of-hearing children in Gauteng, South AfricaTaylor, Ashleigh January 2016 (has links)
A research report in partial fulfilment of the requirements for the degree of Masters of Arts in Audiology by coursework and research report in the Faculty of Humanities, University of the Witwatersrand, 2016 / Auditory-verbal therapy (AVT) is an intervention approach used as part of an aural
(re)habilitation programme conducted by an audiologist with deaf or hard-of-hearing (HOH)
children. AVT is a refinement of the oral-aural approach and emphasizes listening instead of
visual input. Previous research has focused on AVT in developed countries; however, there is
limited available research in developing countries such as South Africa. This study explores
and describes the relevance of AVT provided by audiologists in Gauteng, South Africa. The
specific objectives of the study were to explore the differences between AVT and general
paediatric aural rehabilitation therapies conducted by audiologists; the impact of language on
the implementation of AVT and the challenges associated with AVT training. A qualitative
research design was used. A purposive sampling strategy was used to identify and recruit
participants. Ten audiologists currently conducting aural rehabilitation were selected to
participate in the study. The sample size was divided into five audiologists who had obtained
the LSL certification (equivalent to AVT certification) and five audiologists without the LSL
certification. A pilot study was conducted prior to data collection to determine the applicability
of the research study. Thereafter semi-structured interviews were conducted, using an interview
schedule. Thematic analysis was employed and themes were described qualitatively. Results
revealed the emergence of three resounding themes which included challenges, differences in
therapy approaches, and implementation and contributing factors to the success of AVT. The
results concluded the need for the implementation of newborn hearing screening programmes
to assist with early identification and detection of hearing loss. The study identifies a strong
need for the increase in the number of certified LSL therapists in South Africa and additional
AVT comprehensive programmes to be implemented at various institutions in Gauteng.
Awareness regarding the success of AVT implementation needs to be raised. Finally, the
HPCSA needs to revisit and explicitly define the role of audiologists interacting with deaf or
HOH children with the LSL qualification being a mandatory postgraduate pre-requisite for
working in the field of aural rehabilitation.
Key words: Auditory-verbal therapy; aural rehabilitation; deaf; hard-of-hearing. / GR2017
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The self-regulation of a child with cochlear implants within a school environmentUnknown Date (has links)
The purpose of this qualitative research, which utilized a narrative design strategy, was to describe the process of self-regulation of a child who has bilateral cochlear implants within the social environment of school. The study investigated the use of self-regulatory strategies by the cochlear implant recipient. It also examined how the child made modifications and monitored learning during activities within the classroom as related to Vygotsky's activity theory and John Dewey's theory of social control. Through data collection of documents, observations, interviews, and researcher field notes, it was found that the child demonstrated several self-regulatory strategies. / Kristin L. Patton. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.
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Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children With Hearing Loss Who Use Listening and Spoken LanguageArora, Sonia January 2018 (has links)
This study sought to examine the relationships between the adult language input, as measured by quantity and quality, and the child’s language production in regards to quantity and quality, as well as their knowledge of basic concepts and vocabulary. LENA technology was used to audio-record the language environments of 26 preschool children with hearing loss over two days (weekday and weekend). This technology recorded up to 16 hours and analyzed the quantitative data associated with the adult word count (AWC), conversational turn count (CTC), and child vocalization count (CVC). Furthermore, one- hour meal times (30 minutes for the weekday/snack time and 30 minutes for the weekend/dinner time) was transcribed and coded for quality components of language defined as lexical diversity, syntactical complexity and clausal complexity. Additionally, the children were assessed on their knowledge of basic concepts through the Boehm Test of Basic Concepts (BTBC-3) and the Peabody Picture Vocabulary Test (PPVT-4).
Results indicated that there was a relationship between the adult language input and the child language production, but only in regards to quantity of language. More specifically, the CTC during each day was related to the CVC for each day; in other words, the more interactions adults and children had during the day, the more likely the child vocalized. Interestingly, the statistical analysis revealed that quality of adult language input was not significantly related to the child language variables. However, significant differences between the teachers and caregivers were reported in regards to the quality of adult language input. These results suggest that the language input provided by adults in different environments (school versus home) is considerably different and warrants further investigation as how the potential influence on language outcomes of children with hearing loss.
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The Effectiveness of a Self-directed Inservice Program to Educate Teachers about the Classroom Needs of Students with Hearing ImpairmentWhiteley, Teresa Michelle 31 July 1996 (has links)
Students with mild to moderate hearing losses, and some with severe hearing losses, are mainstreamed in a regular classroom for all or part of the day (Martin, Berstein, Daly & Cody, 1988). While these students may require special education services, the classroom teacher plays a vital role in the overall education and daily management of a child with a hearing impairment (Hass, 1987). Villa (1989) reported that many school employees have not received adequate training to educate these students. Therefore, it becomes the school's responsibility to educate teachers through a comprehensive inservice training program. One format for providing such a program is a self-directed inservice program. This approach can be utilized as a cost-effective means of meeting the professional needs of educators, although little is known regarding its' effectiveness to train teachers about the needs of students with hearing impairments. To address the effectiveness of a self-directed inservice approach, a comprehensive self-directed inservice program which provides information about hearing loss, behavior manifestations of children with hearing impairment, hearing aid maintenance, and mainstreaming was developed. This program was designed to educate teachers about the classroom needs of students with hearing impairment. A group of 20 teachers were randomly assigned to either the experimental group, which received the inservice program or control group, who read a brief article. A post test was administered to both groups, and the experimental group also answered a questionnaire regarding the inservice program. The results revealed a significant difference in the basic knowledge of regular education teachers about the classroom needs of students with hearing impairments for those receiving the program. This suggests that a self-directed inservice program is a viable method of educating teachers about the needs of students with hearing impairments.
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